Dr Astrid Schepman
D.Phil. (Sussex), MSc (Sussex), Drs (Nijmegen)
Astrid Schepman is a research-active Experimental Psychologist and Senior Lecturer in Psychology. Astrid joined the department in September 2008, having previously worked as a psychology lecturer at the University of Bradford and the University of Abertay Dundee, and as a post-doctoral researcher at Edinburgh University, working on an ESRC-funded project on tonal alignment in English and Dutch. Astrid has research interests in neuropsychology, laterality, emotion, auditory processing, speech prosody, language, empirical aesthetics, and the interactions between spatial location and choice.
Personal Website: http://astridschepman.wix.com/home
Astrid currently (co-)leads and teaches modules covering Biological Psychology, and Research Methods and Statistics, at MSc and final-year BSc level, as well as supervising MSc and BSc dissertations. Astrid’s past teaching experience further includes Developmental Psychology, Neuropsychology, Cognitive Psychology, Psychology of Language, and Psychology of Education.
Astrid is a Fellow of the Higher Education Academy. She has been involved in pedagogy projects examining learning at Higher Education level (e-portfolios, metacognition, self-regulated learning, reflection, mobile learning with Evernote). Astrid also has links with University of Chester’s Learning and Teaching Institute. She has acted as external examiner for the MA Linguistics, MA Cognitive Linguistics, MA Bilingualism, MSc Forensic Linguistics, and MSc Language Development at Bangor University. Astrid has PhD examining experience, and is involved in staff mentoring.
Astrid Schepman’s research is primarily in experimental psychology, with a focus on theoretical and applied neuropsychology, cognitive and biological psychology. Astrid's research interests include speech prosody (vocal emotion, tonal alignment, and syntactic parsing), auditory processing of speech and environmental sounds, laterality / hemispheric specialisation, emotion, empirical aesthetics, andthe effect of spatial location and choice.
Astrid's research has been supported by funding from The British Academy, The Carnegie Trust, The Higher Education Academy Psychology Network, JISC and the Experimental Psychology Society, as well as by internal grants. Astrid’s D.Phil. research was supported by SERC/EPSRC. Astrid Schepman acts as peer reviewer for a range of academic journals and reviews research funding applications for a number of research funding bodies
Astrid currently supervises two Postgraduate Research (MPhil/PhD) students.
Rodway, P., Kirkham J., Schepman, A., Lambert, J., Locke, A. (2016). The development of shared liking of representational but not abstract art in primary school children and their justifications for liking. Frontiers in Human Neuroscience, 10 (21).
Schepman, A., Rodway, P. & Pritchard, H. (in press, available online 2015). Right-lateralized unconscious, but not conscious, processing of affective environmental sounds. Laterality: Asymmetries of Body, Brain and Cognition.
Brennand, R., Schepman, A. & Rodway, P. (2011). Vocal emotion perception in pseudo-sentences by secondary-school children with Autism Spectrum Disorder. Research in autism spectrum disorders, 5(4) 1567-1573.
Ladd, D.R., Schepman, A., White, L., May Quarmby, L., & Stackhouse, R. (2009). Structural and dialectal effects on pitch peak alignment in two varieties of British English. Journal of Phonetics, 37, 145-161.
Ladd, D.R., Faulkner, D., Faulkner, H. and Schepman, A. (1999). Constant “segmental anchoring” of F0 movements under changes in speech rate. Journal of the Acoustical Society of America, 106, 1543-1554.
Ladd, D.R. and Schepman, A. (1999). Segmental Anchoring of Tones as a Word-Boundary Correlate in English. Proceedings of the 14th International Congress of Phonetic Sciences, 14 (3), 1869-1872.
Stewart, S. L. K., Schepman, A., Haigh, M., McHugh, R., & Stewart, A. J. (2016, April). Writing the mind on the eyes: Theory of mind inferences contextually influence the recognition of emotional facial expressions. Paper presented at the meeting of the Experimental Psychological Society, Durham, UK.
Kirkham, J, A., Rodway, P., Schepman, A., Locke, A., & Lambert, J. (2015) The development of aesthetic judgments of abstract and realistic artworks from 4 to 10 years. BPS Developmental and Social Section Annual Conference, 9-11 September 2015, Palace Hotel, Manchester.
Schepman, A., Rodway, P., Beattie, C. and Lambert, J. (2011). Students’ use of evernote note-taking software on mobile and non-mobile platforms: an observational study. University of Chester 9th Annual Staff Conference, 14 September 2011.
Schepman, A., Rodway, P. and Lloyd, J. (2010). Effect of sex on lateralisation of vocal emotion perception. Poster presented at the 27th Annual Conference of the British Psychological Society Cognitive Section, Cardiff, 6-8 September 2010.
Schepman, A., Rodway, P. David Reynolds, D., Coleman, G., and Hartley, P. (2010). The effect of generic and episodic reflection on academic skills: An empirical study. Psychology of Learning and Teaching Conference, Edinburgh, 30 June - 2 July 2010.
Schepman, A., Rodway, P. David Reynolds, D., Coleman, G., and Hartley, P. (2010). The effect of generic and episodic reflection on academic skills: An empirical study. Staff conference, Institute for Learning and Teaching, University of Chester.
Schepman, A. and Rodway, P. and McFarlane, P. (2009). Valence effects in vocal emotion depend on stimulus blocking and sex. Annual Meeting of the British Association for Cognitive Neuroscience, Institute of Child Health, London, 21-23 September 2009.
Schepman, A., Rodway, P. and Reynolds, D. (2009). Metacognition and reflection: pedagogic research using methods from experimental psychology. Staff conference, Institute for Learning and Teaching, University of Chester.
Schepman, A., Rodway, P., and Hartley, P. (2008). The effect of e-portfolios on reflective learning and metacognition. Eighth Residential Seminar, Centre for Recording Achievement, Manchester, 20-21 November 2008.
Rodway, P. and Schepman, A. (2008). The effect of e-portfolios on reflective learning and metacognition. Dissemination event, Distributed e-Learning 2, Higher Education Academy, York.
Rodway, P., Schepman, A. and Hartley, P. (2008). The effect of e-portfolios on reflective learning and metacognition. Psychology of Learning and Teaching Conference, Bath, 1-3 July 2008.
Ladd, D.R., Lickley, R. and Schepman, A. (2002). Lab speech is real speech: The case of F0 alignment in Dutch. British Association of Academic Phoneticians, Newcastle, 25-27 March 2002.
Ladd, D.R., Mennen, I. and Schepman, A. (1999). The effect of vowel length and syllable structure on the location of pitch peaks in Dutch. AMLaP-99 Conference (Architectures and Mechanisms in Language Processing), Edinburgh.
Rodway, P., Kilbride, M. and Schepman, A. (1999). The effects of offset and spatial separation on identity negative priming. British Psychological Society Cognitive Section, Annual Conference, York.
Rodway, P. and Schepman, A. (1998) Negative priming requires stimulus offsets. Paper presented at Meeting of the Experimental Psychology Society, Cambridge.
Schepman, A. (1997). Verb duration and the time-course of activation of syntactic preferences. Presentation at AMLaP-97 Conference (Architectures and Mechanisms in Language Processing), Edinburgh.
Schepman, A., Altmann, G. and Garnham, A. (1996). The status of prosodic information in early sentence processing: A time-course analysis. Presentation at the Annual Conference on Sentence Processing, City University of New York (CUNY), New York.
Schepman, A., Altmann, G. and Garnham, A. (1995). Prosody and parsing: The status of prosodic cues in sentence processing. Presentation at AMLaP-95 Conference (Architectures and Mechanisms in Language Processing), Edinburgh.
Schepman, A., Rodway, P., Beattie, C. and Lambert, J. (2012). Students’ use of Evernote note- taking software on mobile and non-mobile platforms: An observational study. Staff Research Seminar: Department of Psychology, University of Chester. 9 January 2012.
Schepman, A. (2011), (with Rodway, P. and Geddes, P.) Emotional prosody and the valence-specific laterality effect. Research Seminars in Natural Sciences and Psychology 2011, Liverpool John Moores University, 22 November 2011.
Schepman, A., Rodway, P., Beattie, C. and Lambert, J. (2011). Using Evernote to develop student learning. Learning and Teaching Institute Spring Seminar Series, 12 May 2011.
Rodway, P. and Schepman, A. (2010). Can reflection help student attainment? Presentation at Faculty of Social Sciences Pedagogy Event, 8 September 2010.
Schepman, A. (2010), (with Rodway, P. and McWilliam, A.) Are txt msg abbrvs wds? An exploration using a Stroop task. Staff Research Seminar: Department of Psychology, University of Chester. May 2010.
Schepman, A., Rodway, P. David Reynolds, D., Coleman, G., and Hartley, P. (2010). The effect of generic and episodic reflection on academic skills: An empirical study. Unpublished Final Project Report: Higher Education Academy, 15 July 2010.
Ladd, D.R. and Schepman, A. (2003). The Dutch Map Task Corpus. ESRC Data Archive.
1998-1999: Web statistics and experimental design course: Experimental Design and Statistics (University of Edinburgh).
Thesis: Schepman, A.H.B.C. (1997). Prosody and On-Line Parsing. D.Phil. Thesis, University of Sussex.